Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds,
teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Lesson Seed 6 - Day 11

The casket selection scenes from The Merchant of Venice

TEXT MODEL

Scenes involving gold, silver, and lead scrolls from The Merchant of Venice

BRIEF DESCRIPTION OF THE SEED

STUDENT OUTCOMES

Students will

participate in the casket selections from The Merchant of Venice (See Lesson Resources below for more detail.)

read and analyze the text of the gold, silver, and lead scrolls from The Merchant of Venice

draw conclusions about the relationship between the text of the scroll and what it reveals about the chooser in the mind of Portia's father

identify people, organizations, etc., fictional or real, that reflect the characteristics of gold, silver, or lead

participate effectively in both small- and large-group discussions

record in their writer's notebooks thoughts about connections between the ideas in the scrolls and the theme, essential question, and their selected quotation for the unit

POSSIBLE RESOURCES*

*The approach to The Merchant of Venice in this unit is based on and adapted from Mary Ellen Dakin's article. Teachers may wish to read this article for ideas they may want to incorporate.

*As always, any website is merely a suggestion. Websites have not been through a review process, so teachers should adhere to any Acceptable Use Policy in place in their local school systems regarding their use.

IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See "Sources for Accessible Media" for suggestions. See Maryland Learning Links: http://marylandlearninglinks.org.

RESOURCE DOWNLOADS

CCSS STANDARDS ALIGNMENT

Reading: Literature

RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

RL.11-12.10By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

Writing

W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking & Listening

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.